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Online ISSN 1827-1596
Walther N. VAN MOOK 1-3 , Sesmu M. ARBOUS 3, 4, Hans DELWIG 3, 5, Tina J. VAN HEMEL-RINTJAP 3, 4, Robert TEPASKE 3, 6, Jaap E. TULLEKEN 3, 5, Cees P. VAN DER VLEUTEN 2
1 Department of Intensive Care Medicine, Maastricht University Medical Centre, Maastricht, The Netherlands; 2 Department of Medical Education Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, The Netherlands; 3 Education and Training Working Group of the Joint Intensivists Committee, The Netherlands; 4 Department of Intensive Care Medicine, Leiden University Medical Centre, Leiden, The Netherlands; 5 Department of Intensive Care Medicine, University Medical Centre, Groningen, The Netherlands; 6 Department of Intensive Care Medicine, Academic Medical Centre, Amsterdam, The Netherlands
So far the in-training assessment of knowledge is perhaps underrepresented in postgraduate assessment frameworks in intensive care medicine (ICM). In most contemporary training programs a predominant emphasis is placed on workplace based learning and workplace based assessment. This article provides a concise general background on the nature and use of progress testing, and touches upon potential strengths, and constraints regarding its potential implementation and use in the postgraduate ICM training programs.